Mind map our way into effective student questioning: A principle-based scenario

Harry Stokhof, Bregje De Vries, Theo Bastiaens, Rob Martens

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Abstract

Student questioning is an important self-regulative strategy and has multiple benefits for teaching and learning science. Teachers, however, need support to align student questioning to curricular goals. This study tests a prototype of a principle-based scenario that supports teachers in guiding effective student questioning. In the scenario, mind mapping is used to provide both curricular structure as well as support for student questioning. The fidelity of structure and the process of implementation were verified by interviews, video data and a product collection. Results show that the scenario was relevant for teachers, practical in use and effective for guiding student questioning. Results also suggest that shared responsibility for classroom mind maps contributed to more intensive collective knowledge construction.
Original languageEnglish
JournalResearch in Science Education
DOIs
Publication statusPublished - 17 Jul 2017

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Keywords

  • student questioning

Cite this

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Mind map our way into effective student questioning: A principle-based scenario. / Stokhof, Harry; De Vries, Bregje; Bastiaens, Theo; Martens, Rob.

In: Research in Science Education, 17.07.2017.

Research output: Contribution to journalArticleAcademicpeer-review

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AB - Student questioning is an important self-regulative strategy and has multiple benefits for teaching and learning science. Teachers, however, need support to align student questioning to curricular goals. This study tests a prototype of a principle-based scenario that supports teachers in guiding effective student questioning. In the scenario, mind mapping is used to provide both curricular structure as well as support for student questioning. The fidelity of structure and the process of implementation were verified by interviews, video data and a product collection. Results show that the scenario was relevant for teachers, practical in use and effective for guiding student questioning. Results also suggest that shared responsibility for classroom mind maps contributed to more intensive collective knowledge construction.

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